Grade 4: Literacy Unit Plan (created by PLC)

8/19/2019 Grade 4: Literacy Unit Plan (created by PLC)

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UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: Dealing With Diversity in the Global Classroom Number of Lessons: 11 Time: (in weeks) 2

Name: Amanda B., Emily B., Emily W., Steve H. Subject(s): English Language Arts Grade(s): 4

Rationale:

As our society becomes more globalized, it is important that we teach our students to be accepting of this brave new world. Students will need to

be able to not only recognize and identify various stereotypes (etc) that persist in our society, but also to explain why these are unfounded and

unjust. As teachers, we need to teach acceptance and a celebration of diversity in our classrooms and in the world at large.

Overview and Concept Map: *see attached

Prescribed GCOs (Learning Outcomes):

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

Prerequisite Concepts and Skills:● Students will require the ability to read and write at a grade 4 level.

● Students will require the capacity for inquiry.

● Students will require the ability to infer meaning and purpose in literature.

● Students will require an understanding of the interview process.

Teacher Preparation Required:

● Teacher will be required to select relevant reading material for the classroom library and family.

● Teacher will need to prearrange guest speakers for Lesson #3

● Teacher will need to arrange Skype call times and protocols with a distant colleague. The collaborating teachers will work together to

design the “interview” project.

Cross-Curricular Connections:

Health: 4.C3: Recognize body changes and respect individual physical and cultural differences. Elaboration: personal strengths, male and female

stereotypes, healthy body image.

Extensions to Unit:

● During Lesson #4, challenge students by assigning each member of the PLC group to a different guest speaker. Have them come

together as a group to teach one another about the new information they have learned.

● Students could collect information/data about the unit’s partnering classroom (see Lessons 8-10) and prepare a brief report on their

findings.

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● If technology does not cooperate in Lesson #9, have students work in their groups to research the partnering classroom’s culture. Groups

should specifically look into the cultural norms regarding conversing with others (i.e. is it acceptable in their culture to speak to adults in

the same way they speak to their peers?). Groups could then use their findings to create a short presentation on how to speak

appropriately in their culture, and how it may be similar/different in our culture.

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

1.1 SMART Board projection, video information, slideshows, and powerpoints can all be used within this unit plan to allow for further display

options.

1.2 The teacher should be wearing the class microphone at all times to ensure each students is able to hear.

2.2 With many of the lessons involving new vocabulary, a handout with the proper spelling of the word, word use, and definition will be given

for student use throughout the lesson and for comprehension.

2.1 The word wall will also have our key vocabulary words for reference.

3.1 APK activities, mostly involving a class discussion, allow students to engage prior knowledge in a safe and creative environment.

3.3 Most lessons involve handouts which highlight the major themes and big ideas of the lesson plan. Since the students are the ones to fill this

out, they can better connect with the relationships involved.

3.4 Student’s use of a class journal will trigger memory and solidify key concepts from one class to another. This allows students to reflect back

on their notes if needed as each lesson builds on the previous lesson.

4.1

The majority of our activities are self-reflective and physically engaging. Lessons such as the human library, reader’s theater, and role

playing allow movement through the classroom as well as self-expression through role play.

5.2 Students are able to express their ideas and solve problems through critical thinking in many of our activities including role playing, phrase

scramble, human library, finding their ancestry, etc.

6.1 Students will be introduced to their final project at the beginning of this lesson so that personal goal setting will be an element of the entire

unit. The use of gathered information over the course of the unit will be essential to finishing the final skype interview at the end as students

must draw upon the information they’ve gathered to create their interviews as a class.

6.4 Students will reflect on notes, journals and K-W-L progressively throughout the unit to monitor personal progress.

7.1 Students have opportunity for choice in many of the lesson activities such as choosing their own book, choosing how they may write their

reflections, presentations, etc. This freedom encourages engagement.7.2 Each of our lessons and activities have a real-life connection that students will be able to relate to and apply to their personal lives.

8.3 The majority of our activities involve group work or class discussion of some kind that encourages communication and collaboration by

working together to solve problems or by discussing major topics.

9.3 Handouts, journals, self assessment, discussion questions, etc. allow for self monitoring and self assessment.

Resources:

● Class computer/internet connection/active Skype account

● Projector/speakers

● Books

● Poetry● Folklore

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Overview of Lessons:

Lesson #

and Title

(time in

minutes)

Specific

Outcomes in

lesson

1. Outcomes in

Student Friendly

Terms

2. Teaching

Strategies Listed

Assessment

Strategies

Lesson Activities

Your reader needs to (fully

understand what you are going

to do).

Materials

(Specific to This

Lesson)

Lesson #1

Term

Introduction and

exploration

Time: 45 mins

Identifyexamples of

prejudice and

stereotyping in

oral language,

and use

language that

shows respect

for all people

1)a) SWBAT: Understand

the meaning of stereotype,

discrimination, prejudice,

respect, and other topic

related terms.

b) SWBAT: Identify

these themes in the story

books given and in their

own lives and respondwith respect.

2) Teaching Strategies:

Question- answer, think

aloud, word wall,

handouts, summarizing,

and exit ticket response to

book.

Balanced Literacy

Components: Read Aloud,

Word Work, Oral

Language.

Students will beassessed on:

1. Their

participation

in the class

discussion on

terms.

2. Their written

response to thestory book

including

comprehensio

n of story line

and use of

learned terms

applied to the

story.

Class will begin with theintroduction of the main terms

used in this unit including

stereotype, discrimination,

prejudice, respect, etc. The

teacher will define each term at a

time, with students responding to

the term. Students are

encouraged to think critically

about the term and respond with

personal experiences or personalunderstanding of the term.

Once each term has been

covered, the class will be read

aloud The Sandwich Swap by

Kelly Dipucchio. This book deals

with the ideas of stereotyping in

a kid friendly manner.

When finished, students will

write a response to the book and

how it related to the terms they

have just learned.

When students have completed

their written component (which

can be used as an exit ticket)

students will have opportunity to

discuss their thoughts and

feelings on the topic and book.

The book TheSandwich Swap by

Kelly Dipucchio.

A whiteboard/ smart

board to display terms

and definitions.

A handout with terms

and definitions for

student reference ifneeded.

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(Verbal-Linguistic, Interpersonal,

Intrapersonal, Visual-Spatial)

Lesson #2

Book Walk and

Talk

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

1)

a) SWBAT: Practice

their reading

comprehension

and attention to

major themes in

the text.

b) SWBAT: Explain

the plot of a book

with detail to

communicate the

story well.

c) SWBAT: Identify

interactions of

characters, both

positive andnegative, within a

story.

2) Teaching strategies:

read-pair-share/paired

reading, word wall,

summarizing, inference,

handout/summary guide

as exit ticket.

Balanced Literacy

Components: Shared

Reading, Word Work,

Oral Language, Read

Aloud.

Students will be

assessed on:

1. Reading

abilities within

their groups as

the teacher

circulates the

room.

2. Their

effectiveness

in relaying the

story to their

parenter

(testing one’scomprehensio

n skills).

3. How well they

and their

partner’s

ability to

complete the

handout.

Students will read one of the

following books in pairs. These

books each have a storyline

related to the topic of how to

properly interact with others,

with positive reinforcing

resolutions. Students will take

turns reading a page at a time to

each other. Books used may

include: Berenstain Bears Show

Some Respect or The Gossip

Gang, Do Unto Otters by Lorie

Keller, Richard Scarey’s Please

and Thank You Book (or others),

Everyone Matters by Pat

Thompson,

Have You Filled A Bucket Today? by Carol

McCloud, etc. (Note: allow

students to read freely in

whichever area of the room they

feel most comfortable. If noise

level is a concern renting another

larger area for students to read

aloud is possible.)

Once finished, the pairs will thensplit, so each student is with a

new partner. They will then need

to give a summary of their book

to their new partner (showing

understanding of reading

material). The goal is to have

students explain how the

characters of the books showed

good behavior interacting with

others. Each student will begiven a fill in the blank handout

Possibly a larger area

for students to read

aloud may be needed.

Other materials

involve the books

listed and a handout

with prompting

questions.

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to complete while their partner is

explaining the storyline to them.

Questions on this handout may

include “Who was the main

character?” “What was the

problem?” “How did the problem

get resolved?” “How do the

characters treat with each

other/interact?” etc. This

handout will then serve as an exit

ticket.



Lesson #3

Practice and

Research:

Putting yesterday’s

lesson into play

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

Show an

awareness of

the kinds of

language

appropriate to

different

situations and

audiences

Identify

examples of

prejudice and

stereotyping in

oral language,

and use

language that

shows respect

for all people

1)

a) SWBAT: To use

what we have been

learning about

diversity so far,while working

with material

intentionally made

to help us

understand

diversity.


Listen-Read-Discuss,

Shared Reading,Summarizing,

Think-alouds

Balanced Literacy

Components: Oral

Language, Word Work,

Independent Writing

Students will be

assessed on:

1. Journal entries

2. Their usage of

respectful

language

Students will be divided into

their PLC groups and given a

piece of material to interact with.

These materials include: poems,

folklore, songs, books, snippetsof “I Have a Dream” by Martin

Luther King Jr, and/or a brief

synopsis of the story of Rosa

Parks.

As students review their material,

they will focus on detecting

evidence of bias or prejudice, and

will work within their PLC

groups to record one way thematerial could be harmful to

society, and one way it

challenges them to make a

difference within their society.

What might this look like?

Although students will be doing

this with their team, each student

is responsible for recording their

own opinions in their journal.When writing in their journal,

Journals

Pencils

Poetry

Folklore

Books:

- “I Have a

Dream” speech

- Rosa Parks

synopsis

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students must include the title of

the material (i.e. “I Have a

Dream”) and are encouraged to

do it in a round table format.

Eight minutes will be spent at

each station, giving three minutes

to read/watch the material, and

five minutes to respond.

Students will then rotate until

they have had the chance to

interact with multiple pieces of

material.

The end of class will be spent in

class discussion with each group

sharing one piece of information

that stood out to them with the

rest of the class.

Homework :

Have students ask their guardians

about their ancestry in

preperation for tomorrow’s class.

Encourage them to have three

interesting facts to share with

their classmates tomorrow.


Intrapersonal)

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Lesson #4

Diversity Within

the Classroom:

Accepting one

another

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

Show an

awareness of

the kinds oflanguage

appropriate to

different

situations and

audiences

Identify

examples of

prejudice and

stereotyping inoral language,

and use

language that

shows respect

for all people

1)

a) SWBAT:

interview guests

and understand

why differences

are important.


Question-Answer

Relationship,

Summarizing,

Think-Pair-Share, Shared

Reading

Balanced Literacy

Components: Word Work,

Independent Writing,

Modeled Writing,

Independent Reading,

Read Aloud, Oral

Language

Students will be

assessed on:

1. Basic

courtesies of

conversation

in group

interactions

2. Appropriate

language

during the

interviewing

process

3. Group

discussion

4. Journal

submission

Teacher should consider people

within the community that might

be interested in coming in to

share about their culture with the

class. Special thought should be

given to the parents of the

children within the classroom,

making this an important activity

to learn about the diversity

within the classroom itself.

Guests might include people

from different countries or

cultures, or people of different

stereotypes (i.e. a female body

builder; a male nurse; a female

mechanic/carpenter/plumber; atall person who doesn’t play

sports; and/or someone of a

different ethnicity who speaks

english as their first language).

Guest speakers will have an

equal amount of time to share

with the class. During this time,

students as a whole will be able

to ask three questions to the

speaker. When all speakers have

finished sharing, students will be

allowed to visit the speakers

whom have been given a

different spot within the

classroom. This is the student’s

opportunity to ask pressingquestions they didn’t have time

Journals

Pencils

Guest speakers

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to ask the speakers during the

original questioning time.

Encourage students to implement

what they have learned about the

interview process.

Students will then return to their

small groups and discuss what

they had recorded, describing

how different their new

information is compared to what

they have found out about their

family history, which was

assigned for homework during

the previous class.

In their journals, have students

record why the differences

between their family history and

the guests family history are

equally as important, how they

are different, how they are the

same, and how they might have

inspired one another.


Intrapersonal, Visual-Spatial,

Naturalist)

Lesson #5

Heads Up:

Stereotyping

Edition

Time: 45 mins

Identify

examples of

prejudice and

stereotyping in

oral language,

and uselanguage that

1)

a) SWBAT: Relate to

those who are

stereotyped within

the classroom

setting.

Students will be

assessed on:

1. Their role

playing within

the groupactivity.

The class will be divided into

groups of approximately six

students each.

A piece of paper will be given to

each student and will be taped totheir back so that it is visible to

Pre-made role notes

will be needed for this

activity.

Space for students to

act within groups will be needed.

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shows respect

for all people

b) SWBAT: Identify

stereotyping and

why it is hurtful to

others.


Inference of activity,

question-answer, student

lead small groups,expressive journal as exit

ticket.

Balanced Literacy

Components: Independent

Writing, Word Work, Oral

Language

2. Their writing

journal for

things such as

engagement

with the

material,

proper use of

key terms anddefinitions,

articulation of

feelings within

this activity,

spelling and

grammar,

general

understanding

of the

activities

purpose, etc.

the other students within the

group, but the student wearing it

is unable to see.

Each piece of paper will have a

Stereotype role, as well as a brief

explanation. These might

include:

Troublemaker: shush me to bequiet

Class Clown: Laugh at

everything I say and do

Popular Student: Copy

everything I do

ESL: Speak loudly and slowly to

me

Give students a topic to discuss

within their small groups.

During the discussion, everyone

in the group is to treat the others

exactly as their card tells them to.

After five minutes, ask the

students to see if they can figure

out who they are based on how

they were treated.

After class discussion, havestudents journal about how it felt

to be treated the way they were

and how others with their

stereotype may feel.



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Lesson #6

Unscramble

Time: 45 mins

Show an

awareness of

the kinds of

language

appropriate to

different

situations and

audiences

1)

a) SWBAT: Pick out

key language used

for only certain

times and places.

b) SWBAT: Label a

conversation with

a specific use.

c) SWBAT: Correct

inappropriate

language for

specific situations.


Matching language, work

wall vocabulary, concept

sort, inference, form of

reader’s theater, concept

matching and application.

Balanced Literacy

Components: Word Work,

Oral Language, Shared

Reading, Independent

Reading and Read Aloud.

Students will be

assessed on:

1. Their

completion of

the

unscrambling

activity

(whether theyare able to

create

conversations

with the

dialogue they

are given).

2. Students will

also be

assessed on

their final skit

(whether they

are able to

complete this

task) and their

rationale for

the

organization

and context ofthe

conversation.

Students will break off into small

groups of three or four. Each

group will be given three sets of

dialogue; one that is a respectful

conversation of a child meeting

someone of another ethnicity for

the first time, one that is of a

student speaking to their teacher,

and one that is a conversation between a student and their peers

(these three labels will be given

as titles). Students will need to

correctly “unjumble” the lines of

dialogue to create a full

conversation. The dialogue in

these conversations should be

diverse enough that students are

able to decipher which lines of

the conversation go with the

others.

You may choose to have one of

the three conversations as

inappropriate for the setting or

disrespectful and have students

pick out which one they think is

not appropriate.

Once the class is finished they

will present one of their three

conversations to the class in the

form of a skit. The class will

discuss each skit to decide which

scenario it is most appropriate for

and why.

Students will need to correct the

inappropriate conversationstogether if any occur.

A set of three

conversations printed,

cut up, and put in

baggies need to be

available for each

group within the class.

Space for students to

spread out their paper pieces is necessary.

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Intrapersonal, Kinesthetic,

Visual-Spatial)

Lesson #7

It’s What’s

Inside that

Counts

Time: 45 mins

Literacy:

Identify

examples of

prejudice and

stereotyping in

oral language,

and use

language that

shows respect

for all people

Health:

Recognize

body changesand respect

individual

physical and

cultural

differences

(4.C3 )

Elaboration:

personal

strengths, male

and female

stereotypes,

healthy body

image.

1)

a) SWBAT: know

how to identify

hurtful prejudices

in language and

avoid them by

using respectful

language.

b) SWBAT:

Recognize the

beautiful

differences and

similarities

between

individuals, both

physically and

culturally.


KWL Charts, journal

Balanced Literacy

Components: Word work,

Oral Language,Independent Writing,

Students will be

assessed on:

1. Their usage of

specific

language, as

well as their

ability to

express

themselves.

2. Their “My

Personal

Strengths”

Journal

As a class, create a KWL chart

about what the students know

about bodies, and what

differences there are between

them. Should any stereotyping or

prejudicial language come up, be

sure to address it (i.e. identify

that it is not necessarily true, and

put it in the “Want to Learn”

column to explore further). In the

“Want to Learn” column, have

students identify some

stereotypes they might have

heard in regard to the body, for

example male vs female

stereotypes.

Begin a discussion on how our

bodies are constantly changing,

from one day to the next, as we

grow. We all want to have

healthy, strong bodies, and the

ways of achieving that are

(generally) the same regardlessof race, gender, etc. Point out

some differences between

cultures in terms of how we

maintain healthy bodies (i.e.

yoga originates from India), but

that we can all learn from each

other.

Review the KWL chart and

identify any components from

KWL Chart

Dictionaries

Journals

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the “Want to Learn” section that

have been accomplished.

Have students begin their

journals on “My Personal

Strengths”

(Interpersonal, Intrapersonal,

Verbal-Linguistic)Lesson #8

Expanding on

“Want to

Learn” Charts

Time: 45 mins

Literacy:

identify

examples of

prejudice and

stereotyping in

oral language,

and use

language that

shows respect

for all people

Health: 4.C3

recognize body

changes and

respect

individual

physical and

cultural

differences

Elaboration:

personal

strengths, male

and female

stereotypes,

healthy body

image.

1)

a) SWBAT:identify

hurtful prejudices

in language and

avoid them by

using respectful

language.

b) SWBAT:

Recognize the

beautiful

differences and

similarities

between

individuals, both

physically and

culturally.

2) Teaching Strategies:KWL Charts, “the next

step”, journals

Balanced Literacy

Components: Word work,

Oral Language,

Independent Writing.

Students will be

assessed on:

1. Their use of

specific

language and

expression of

feelings..

(Formative)

2. Application of

ideas,

concepts, and

terms within

their journal

on “my

personal

strengths.”

As a class, review the KWL chart

from the previous lesson, and

identify any components from

the “Want to Learn” section that

were answered, as well as those

still to be answered.

As a review, split the students

into groups and have them

discuss how they maintain

healthy bodies, the ways they

have changed, and what is

something special that they do in

their family/culture that sets them

apart (i.e. eat really spicy food

which helps your body process

food faster).

Begin “the next step” exercise.Students will be given short

vignettes that exemplify the

lessons of the last two days.

These will include short stories

in which the characters

experience some sort of

discrimination/prejudice because

of their physical characteristics

(i.e. a girl is told she would never

be able to play on the boyssoccer team because girls are not

KWL Chart

Vignettes

Journals

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as strong/fast as boys). Students

will then decide, as a group, what

the next appropriate step will be,

while identifying the the

prejudice and stereotyping that is

happening.

Have students work on the “My

Personal Strengths” journal


Verbal-Linguistic)

Lesson #9

Cross-Cultural

Connections: An

Inquiry-based

Virtual Field

Trip

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

Show an

awareness of

the kinds of

language

appropriate to

different

situations and

audiences

1)

a) SWBAT: Identify

how and when to

speak

appropriately in a

group setting.


Minilesson; K-W-L chart;

Learning Logs

Balanced Literacy

Components: Oral

Language, Shared Writing

Students will be

assessed on:

1. Application of

ideas,

concepts, and

terms within

their daily

journal entry

2. Their class

participation,

engagement

with material,

teamwork, and

insight inrelation to the

topic.

3. Group work

questions and

completion of

task at hand.

“Did the

students

understandtheir task? Did

Teacher-led group discussion on

what students know about

partnering classroom’s culture

and what they want to know.

Create a master K-W-L chart on

the board using this information.

Students will work in small

groups to formulate questions

that will be asked to partnering

classroom’s students. Assign

each student a role within the

groups.

Each group will share theirquestions with the class. A

master list of questions will for

formed on the board by a scribe.

Each student will be assigned a

question to ask in tomorrow’s

Skype call. Each student will also

be responsible for answering one

question from the partnering

classroom’s students.

K-W-L chart

Whiteboard marker(s)

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they follow

directions and

work

together? Are

their questions

appropriate in

that they align

with the

desiredoutcomes of

this lesson?”

Etc.

(Interpersonal,

Verbal-Linguistic)

Lesson #10

Cross-Cultural

Connections: An

Inquiry-based

Virtual Field

Trip

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

Show anawareness of

the kinds of

language

appropriate to

different

situations and

audiences

1)

a) SWBAT: identify

the language

needed in specific

group settings.


Facilitate/Host, Learning

Logs

Balanced Literacy

Components: Oral

Language, Shared Writing

Students will be

assessed on:

Daily journal entry

Notes on each

student’s use of

conversational

etiquette

Teacher hosts Skype call with

classroom teacher in another

country. Each teacher explains to

the partnering classroom the

objective of the call (to

understand more about their

culture and correct any

misunderstandings we might

have regarding their ways of

life).

Explain the procedures for the

call (students will take turns

asking and answering questions).

Each student will be given a roleduring the call.

Possible roles: question

asker/responder, recorder,

bias/prejudice corrector,

observer, etc.

At the end of the call, students

will reflect in their journals their

thoughts on the experience (i.e.what they have learned, etc.).

Computer/projector/sp

eakers

“Hot seat” (for person

speaking directly to

partnering classroom

students)


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Verbal-Linguistic)

Lesson #11

Cross-Cultural

Connections: An

Inquiry-based

Virtual FieldTrip

Time: 45 mins

Show basic

courtesies of

conversation in

group

interactions

Show an

awareness of

the kinds of

language

appropriate to

different

situations and

audiences

1)

a) SWBAT: identify

the language

needed in specific

group settings.


Minilesson; K-W-L chart;

Learning Logs

Balanced Literacy

Components: Oral

Language, Shared

Writing, Independent

Writing

Students will be

assessed on:

Daily journal entry

Group presentationand discoveries

Students work in groups (same as

Lesson #9) to brainstorm what

they learned from the previous

day’s virtual field trip.

Specifically, students shouldanswer questions along these

lines: (1) How did we do as a

group in terms of our courtesy in

conversation? (2) How did the

other classroom do? (3) How did

we have to clarify our answers to

their questions by changing our

language? (4) Did we speak the

same as we do to our peers here?

How?

Groups will present what they

have learned, while the teacher

facilitates a group discussion on

courteous and respectful group

interactions. A scribe fills in the

rest of the master K-W-L chart

(started during Lesson #9).

Students reflect in their journals

on what they have learned from

the unit.


Verbal-Linguistic)

Chart paper for each

group


Reflections/Revisions (if necessary, continue on separate sheet):

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Unit Plan Template

The unit plan template is designed as a guide to use when planning units. The plan may be adapted to specific subject areas and modified as you

gain experience. The attached sample template should be used as a basic outline. The space required for each heading in the template will vary

and should be adjusted as needed. The template is available on the Intranet entitled Unit Plan Template. It is important that all areas required in

the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit.

Rationale: Why are you teaching this unit?

Overview : Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or understandings. You

should also include a concept map/graphic organizer/web for this unit.

Prescribed Learning Outcomes: The Curriculum Documents define what students should learn in each curricular subject by describing what

students should be able to do. These statements are the prescribed learning outcomes of the curricula of New Brunswick. Your unit plan should

state the prescribed learning outcomes to be taught and assessed in the unit and on which the specific lessons are based.

Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.

Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to involve other people

in the planning, such as the librarian? Are there materials to be gathered and websites to check?

Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from other subjects

are specifically assessed, include these outcomes in this part of your unit plan.

Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich student understanding?

Do you have more than one method available as a Plan B?

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

UDL includes:

Multiple means of representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that a student’s readiness level, interests, and preferred mode of

learning are recognized. Teachers can differentiate instruction in four ways: content, process, product, and, learning environment based on the

individual learner.

How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you accommodate them?

Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What are the adaptations and modifications needed for

students with Individual Education Plans (IEPs)?

Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology required.

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Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If using the Unit

Plan Template (electronic version) add as many rows as there are lessons and expand the size of the boxes as needed. First record the lesson

number, title and length of the lesson in minutes, then list, by number, the Learning Outcomes that are specifically addressed in the lesson.

Briefly outline the major “ Instructional Objectives (SWBAT…in student friendly terms), Teaching Strategies (a few words), Lesson Activities

(sufficient detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the “How” and the “What” you will

be assessing), and Materials” needed for the lesson.

Reflections and Revisions: As you teach and work through the unit with the students and record any changes you make as work progresses. At

the end of the unit reflect and record successes and any modifications you might make when you teach the unit again.

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Grade 4: Literacy Unit Plan (created by PLC)

Documents

Transcript of Grade 4: Literacy Unit Plan (created by PLC)